Nikki just exercised for 180
minutes. Three-fifths of those
minutes were spent running. How
many minutes did she spend
running?

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Answer:

145-100=m

45

Step-by-step explanation:

The value of the integral is 2pi.

To interpret the given integral in terms of areas, we need to recognize that the integrand, \(\sqrt(4-x^2),\) represents the upper half of a circle with radius 2 centered at the origin.

First, we can sketch the graph of\(y = \sqrt(4-x^2)\)over the interval [-2, 2]:

      |         /\            |

   2 |       /    \          |

      |      /        \       |

     |     /            \     |

     |_/_____  __\_|

         -2         2

The integral can be evaluated as follows:

\(int_(-2)^2 \sqrt(4-x^2) dx\) = area of upper half of circle with radius 2 and center at (0, 0)

                         = (1/2) * pi *\(r^2\), where r = 2

                         = (1/2) * pi * 4

                         = 2pi

Therefore, the value of the integral is 2pi.

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Answer:

Question 1.

Option A: 2m

Question 2

Option D: (1, 1) minimum point

Step-by-step explanation:

Question 1.

Let the original length of the garden (before expansion) be = x

The new length of the garden will be x + 10m

Recall that the garden has a square geometry. That means that its area is obtained by squaring any of its sides.

This means that \((x +10)^2 = 144\)

We can now solve for x

\((x +10)^2 = 144\\x^2 +20x +100 = 144\\x^2 + 20x =44\\x^2 + 20x - 44=0\\x = 2 or -22\)

x cannot be a negative number, so the original length of a side of the garden is 2m. Option A

Question 2:

The coordinates of the vertex of the graph (turning point) are (x, y) [1,1]

To know whether it is a minimum or maximum point, we will have to check the coefficient of \(x^2\) in the equation \(y = x^2-2x+2\)

The coefficient of  \(x^2\) in the equation is 1. (If no number is present, just know that the coefficient is a one).

If the coefficient is positive, then the point is a minimum point. However, if it is negative, then the point is a maximum point.

Our coefficient is positive hence, the graph has a minimum point.

Answer:

Answer is option D

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

f should be multiplied by e

Step-by-step explanation:

\(\frac{d}{e}\) = f ( multiply both sides by e to clear the fraction

d = ef ← f is multiplied by e

Answer:7

Step-by-step explanation:

6p-4+7p+3=90

13p-1=90

13p=91

p=7

Answer:

39m

Step-by-step explanation:

We take 1950 divided by 30 = 39m

Answer:

The area of the walls of the rectangular room is (2 * 10 * 8) + (2 * 8 * 10) - (2 * 3 * 3) - (2 * 2 * 4) = 128 - 12 - 16 = 100 m².

Therefore, the height of the room is 1950/50 = <<1950/50=39>>39 meters.

Step-by-step explanation:

It looks like you're trying to evaluate the sum,

\(\displaystyle \frac2{4\times7} + \frac2{7\times10} + \frac2{10\times13}+\cdots+\frac2{49\times52}\)

which can be written as

\(\displaystyle \sum_{n=1}^{16} \frac2{(3n+1)(3n+4)}\)

Split up the summand into partial fractions:

\(\displaystyle \frac2{(3n+1)(3n+4)} = \frac a{3n+1} + \frac b{3n+4} \\\\ \implies 2 = a(3n+4)+b(3n+1) \\\\ \implies 2 = (3a+3b)n+4a+b\)

so that

3a + 3b = 0, or a = -b

4a + b = 2

Solve for a and b :

4a + (-a) = 3a = 2   ==>   a = 2/3   ==>   b = -2/3

So the sum is

\(\displaystyle \frac23 \sum_{n=1}^{16} \left(\frac1{3n+1} - \frac1{3n+4}\right)\)

Write out the first terms and observe that several terms cancel with each other:

2/3 (1/4 - 1/7)

+ 2/3 (1/7 - 1/10)

+ 2/3 (1/10 - 1/13)

+ …

+ 2/3 (1/43 - 1/46)

+ 2/3 (1/46 - 1/49)

+ 2/3 (1/49 - 1/52)

So the sum collapses and simplifies to

\(\displaystyle \sum_{n=1}^{16} \frac2{(3n+1)(3n+4)} = \frac23 \left(\frac14 - \frac1{52}\right) = \boxed{\frac2{13}}\)

The wildflowers in this population, the white allele is present in about 30% of the individuals, while the red allele is present in about 70% of the individuals.

The frequency of the white allele (CW) in the population can be determined by subtracting the frequency of the red allele (CR) from 1, since the frequencies of all alleles in a population must add up to 1.

So, the frequency of the white allele (CW) can be calculated as follows:

CW = 1 - CR

Given that the frequency of the red allele (CR) is p = 0.7, we can substitute this value into the equation:

CW = 1 - 0.7

  = 0.3

Therefore, the frequency of the white allele (CW) in this population is 0.3.

In genetic terms, alleles are alternative forms of a gene, and the frequencies of different alleles within a population can be used to study genetic variations. In this case, we are considering a population of wildflowers and examining the frequencies of the red allele (CR) and white allele (CW).

The total frequency of alleles in a population is always 1 since each individual carries two alleles (one from each parent). Therefore, the frequency of the white allele can be obtained by subtracting the frequency of the red allele (0.7 or 70%) from 1. This is because the sum of the frequencies of all alleles must equal 1.

By performing the calculation, we find that the frequency of the white allele in this population is 0.3 or 30%.

This means that among the wildflowers in this population, the white allele is present in about 30% of the individuals, while the red allele is present in about 70% of the individuals.

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Complete Question

Consider a population of wildflowers in which the frequency of the red allele CR is p = 0.7.

What is the frequency of the white allele (CW ) in this population?

Answer

put 1 on top and exo on bottom

Step-by-step explanation:

Answer:

(2,3)

Step-by-step explanation:

The solution to a linear system is always where both of the lines intersect.

The 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

The values of the 4 in 64.723 and 9.048 are not directly comparable because they represent different places in the number and have different values as a result.

In 64.723, the 4 is the hundredths place, which means it represents 0.04. In this case, the value of the 4 is 0.04.

In 9.048, the 4 is the thousandths place, which means it represents 0.004. In this case, the value of the 4 is 0.004.

To compare the two values of 4, we can divide the value in 64.723 by the value in 9.048:

0.04 / 0.004 = 10

So the value of the 4 in 64.723 is 10 times the value of the 4 in 9.048. This means that the 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

Therefore, the 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

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The 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

The values of the 4 in 64.723 and 9.048 are not directly comparable because they represent different places in the number and have different values as a result.

In 64.723, the 4 is the hundredth place, which means it represents 0.04. In this case, the value of the 4 is 0.04.

In 9.048, the 4 is the thousandths place, which means it represents 0.004. In this case, the value of the 4 is 0.004.

To compare the two values of 4, we can divide the value in 64.723 by the value in 9.048:

0.04 / 0.004 = 10

So the value of the 4 in 64.723 is 10 times the value of the 4 in 9.048. This means that the 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

Therefore, the 4 in 64.723 has a value that is 10 times greater than the value of the 4 in 9.048.

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Answer:

Step-by-step explanation:

The use of barium sulfate as an image enhancer for gastrointestinal X-rays, despite the toxicity of the barium ion, implies that the equilibrium state of barium sulfate in the body.

Barium sulfate is commonly used as a contrast agent in gastrointestinal X-rays to enhance the visibility of the digestive system. This indicates that barium sulfate, when ingested, remains in a relatively stable and insoluble form in the body, minimizing the release of the toxic barium ion.

The equilibrium state of barium sulfate suggests that the compound has limited solubility in the body, resulting in a reduced rate of dissolution and a lower concentration of the barium ion available for absorption into the bloodstream. The insoluble nature of barium sulfate allows it to pass through the gastrointestinal tract without significant absorption.

By using barium sulfate as an imaging enhancer, medical professionals can obtain clear X-ray images of the digestive system while minimizing the direct exposure of the body to the toxic effects of the barium ion. This reflects the importance of considering the equilibrium state of substances when assessing their potential harm to humans and finding safer ways to utilize them for medical purposes.

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Answer:

Each one is for 1.25 or around that if thats what youre asking I cant see it too well but if its correct you're welcome

Step-by-step explanation:

Answer:

Step-by-step explanation:

The equation of  a line in slope-intercept form is expressed as y = mx+c

m is the slope of the line

c is the intercept

m = Δy/Δx = y₂-y₁/x₂-x₁

Given the points on a line to be  (3,1) and (−6,4);

x₁ = 3, y₁ = 1, x₂ = -6 and y₂ = 4

m = 4-1/-6-3

m = 3/-9

m = -1/3

To get the intercept c, we will substitute any of the points given and the value of the slope into the equation y = mx+c. Using the point (3, 1) and m = -1/3

1 = -1/3(3)+c

1 = -1+c

c  = 1+1

c =2

Substituting m = -1/3 and c = 2 into the sllpe intercept form of the equation will give;

y = -1/3 x + 2

Hence the  equation for the line in slope-intercept form is y = -1/3 x + 2

The riddle mentioned in the question is about a farmer who is traveling along with a sack of rye, a goose, and a mischievous dog.

He comes to a river that he must cross from east to west, and there is a boat available to do so.  Therefore, the farmer takes the goose back to the east side and leaves it there. He then takes the sack of rye across the river, drops it off with the dog, and goes back to the east side to pick up the goose. In this manner, all of the farmer's possessions can be safely transported across the river without any of them being lost to the dog or the goose.This riddle is a classic example of a type of logical puzzle known as a "transport problem."

The goal of a transport problem is to determine how to transport one or more objects from one location to another while satisfying certain constraints, such as the size of the transport vehicle or the safety of the objects being transported.

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Answer:

Area covered by each girl = 2.5 acre

Step-by-step explanation:

Given:

Number of girls = 2

Total area = 5 acre

Find:

How much area covered by each girl

Computation:

Area covered by each girl = Total area / Number of girls

Area covered by each girl = 5 / 2

Area covered by each girl = 2.5 acre

Answer:

A). 8 is correct answer

Step-by-step explanation:

8 x 1 = 8

(Hope this helps can I pls have brainlist (crown )☺️

Answer:

The steps to do :

\( - \frac{2}{5} \div \frac{6}{8} \)

\( = - \frac{2}{5} \times \frac{8}{6} \)

\( = - \frac{1}{5} \times \frac{8}{3} \)

\( = - \frac{1 \times 8}{5 \times 3} \)

\( = - \frac{8}{15} \)

Answer:

570

Step-by-step explanation:

yan sagot ko ehh balakajan

According to the given information the line integral is \(=\frac{8}{15}(1+125.\sqrt{10})\).

Line integrals include several integrals across a curve, but definite integrals only entail a single integral over a specified interval. This is the primary distinction between the two types of integrals.

\(\int_C\hairsp xyds,C:x=t^2,y=2t,0\le t\le3\\x^\prime=2t\\y^\prime=2\\ds=\sqrt{\left(x^\prime\right)^2+\left(y^\prime\right)^2}\\\sqrt{{4\left(t\right)}^2+4}\\\int C\ xy\ ds\ =\int_0^3\hairspt^2\cdot2t\cdot2\cdot\sqrt{1+t^2}\mathrm{\ }dt\\t=\ \ tan\ \theta\\dt=(1+{tan}^2\theta)d\theta=({Sec}^2\theta)d\theta\ \\{=\int}_0^3\hairsp4t^3\sqrt{1+t^2}\mathrm{\ }dt\\=\frac{8}{15}(1+125.\sqrt{10})\)

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Answer: 11.66ft

Step-by-step explanation:

6squared=36+100=136

square root of 136= 11.66ft

A study conducted in 2004 examined the usage of cable television and radio among 10 individuals to determine if there was a significant difference in the average hours spent on each medium. Using a significance level of 0.05, statistical analysis was performed to test for a disparity between the population mean usage of cable television and radio.

The researchers collected data on the number of hours per week spent watching cable television and listening to the radio from a sample of 10 individuals. The objective was to determine if there was a significant difference in the average usage between cable television and radio, considering the increasing competition among various entertainment options.

To test for a difference between the population mean usage for cable television and radio, a statistical hypothesis test was conducted. The significance level (α) of 0.05 was chosen, which means that the results would be considered statistically significant if the probability of obtaining such extreme results by chance alone was less than 5%.

The test compared the means of the two samples, namely the average hours spent watching cable television and listening to the radio. By analyzing the data using appropriate statistical techniques, such as a two-sample t-test, the researchers determined whether the observed difference in means was statistically significant or could be attributed to random variation.

After conducting the hypothesis test, if the p-value associated with the test statistic was less than 0.05, it would indicate that there was a significant difference between the population mean usage of cable television and radio. Conversely, if the p-value was greater than 0.05, there would be insufficient evidence to conclude a significant disparity.

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1. True.

2. False.

3. False.

4. True.

1. True. The probability of a Type I error, denoted by α, is the significance level of a hypothesis test. It represents the probability of rejecting a null hypothesis when it is actually true. In other words, it is the probability of falsely concluding that there is a significant effect or relationship.

2. False. The p-value of a test is not the smallest α for which the null hypothesis can be rejected. The p-value is the probability of obtaining the observed data, or more extreme results, assuming that the null hypothesis is true. It is compared to the significance level (α) to make a decision regarding the rejection or acceptance of the null hypothesis.

3. False. Rejecting the null hypothesis does not necessarily mean that the alternative hypothesis is true. It indicates that there is enough statistical evidence to suggest that the null hypothesis is unlikely, but it does not provide direct evidence for the alternative hypothesis. Additional analysis and evidence are required to draw conclusions about the alternative hypothesis.

4. True. Increasing the probability of a Type I error (α) generally leads to a decrease in the probability of a Type II error (β). These two types of errors are inversely related. By setting a higher significance level (α) and making it easier to reject the null hypothesis, the chances of accepting the alternative hypothesis when it is true increase. Consequently, the likelihood of failing to reject the null hypothesis when it is false (Type II error) decreases. However, it is important to note that there is a trade-off between Type I and Type II errors, and adjusting the significance level should be done cautiously, considering the specific context and consequences of each type of error.

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The following to help her make her recommendations.

\(\mu\) = 25 min

\(\sigma=\)  13 min

n= 20.

\(\mu_{\bar{x}}=\mu\) = 25 min

An indicator of how much a group of numbers vary or are dispersed is the standard deviation. When the standard deviation is low, the values tend to fall within a narrow range of the set's mean, but when it is large, the values tend to deviate from that mean more.

The random variable X should stand in for how long it takes for a specific brand of ibuprofen to start working.

(a)

A certain brand of ibuprofen typically starts acting after 25 minutes.

Which is. \(\mu\) = 25 min

(b)

A specific brand of ibuprofen has a 13-minute standard variation for when it begins to work.

Which is. \(\sigma=\) 13 min

(c)

A pharmacist has chosen a 20-piece sample.

Which is. n= 20.

(d)

The sample means' mean is:

\(\mu_{\bar{x}}=\mu\) = 25 min

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I understand that the question you are looking for is:

The average time it takes a certain brand of ibuprofen to start working is 25 minutes, with a standard deviation of 13 minutes, distributed normally. A pharmacist randomly samples 20 pills from this brand, because she is researching different brands in order to find the quickest acting ibuprofen to recommend to her customers. Identify the following to help her make her recommendations, rounding to the nearest hundredth if necessary:

a. mu = ______ minute

b. sigma = ______ minute

c. n = ______

d. mu-x = _______ minute

The statement "the probability that a plane will arrive in less than 5 minutes is equal to 0.3333" is False. The exponential distribution is a continuous probability distribution that is often used to model the time between arrivals for a Poisson process. Exponential distribution is related to the Poisson distribution.

If the mean time between two events in a Poisson process is known, we can use exponential distribution to find the probability of an event occurring within a certain amount of time.The cumulative distribution function (CDF) of the exponential distribution is given by:

\(P(X \leq 5) =1 - e^{-\lambda x}, x\geq 0\)

Where X is the exponential random variable, λ is the rate parameter, and e is the exponential constant.If the probability of arrivals is exponentially distributed, then the probability that a plane will arrive in less than 5 minutes can be found by:

The value of λ can be found as follows:

\(\[\begin{aligned}0.3333 &= P(X \leq 5) \\&= 1 - e^{-\lambda x} \\e^{-\lambda x} &= 0.6667 \\-\lambda x &= \ln(0.6667) \\\lambda &= \left(-\frac{1}{x}\right) \ln(0.6667)\end{aligned}\]\)

Let's assume that x = 15, as planes arrive approximately once every 15 minutes:

\(\[\lambda = \left(-\frac{1}{15}\right)\ln(0.6667) \approx 0.0929\]\)

Thus, the probability that a plane will arrive in less than 5 minutes is:

\(\[P(X \leq 5) = 1 - e^{-\lambda x} = 1 - e^{-0.0929 \times 5} \approx 0.4366\]\)

Therefore, the statement "the probability that a plane will arrive in less than 5 minutes is equal to 0.3333" is False.

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The statement is true. In an exponentially distributed probability model, the probability of an event occurring within a certain time frame is determined by the parameter lambda (λ), which is the rate parameter. The probability density function (pdf) for an exponential distribution is given by \(f(x) = \lambda \times e^{(-\lambda x)\), where x represents the time interval.

Given that the probability of a plane arriving in less than 5 minutes is 0.3333, we can calculate the value of λ using the pdf equation. Let's denote the probability of arrival within 5 minutes as P(X < 5) = 0.3333.

Setting x = 5 in the pdf equation, we have \(0.3333 = \lambda \times e^{(-\lambda \times 5)\).

To solve for λ, we can use logarithms. Taking the natural logarithm (ln) of both sides of the equation gives ln(0.3333) = -5λ.

Solving for λ, we find λ ≈ -0.0665.

Since λ represents the rate of arrivals per minute, we can convert it to arrivals per hour by multiplying by 60 (minutes in an hour). So, the arrival rate is approximately -3.99 airplanes per hour.

Although a negative arrival rate doesn't make physical sense in this context, we can interpret it as the average time between arrivals being approximately 15 minutes. This aligns with the given information that airplanes arrive at a regional airport approximately once every 15 minutes.

Therefore, the statement is true.

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Answer:

Step-by-step explanation:

Use Pythagorean theorem,

Hypotenuse² = base² + altitude²

                      = 3²+ 6²

                      = 9 + 36

                x² = 45

x = √45

x = 6.71

Answer: (1,3) (3, infinite)

Step-by-step explanation:

i think this is right

The graph of f(x) = 4/(x² - 2x - 3) is decreasing in the values of (-1,3) ∪ (3,∞)

A graph can be defined as "pictorial representation or the diagram that represent a data or values in an organized manner".

According to the question,

The graph of function f(x) =  4/(x² - 2x - 3).

The values (-1,3) ∪ (3,∞) substitute in the given function

f(-1) = 4/0 = undefined

f(3)= 4/0 = undefined

f(∞)= undefined

Hence, The graph of f(x) = 4/(x² - 2x - 3) is decreasing in the values of

(-1,3) ∪ (3,∞).

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